Kolb의 학습자 유형에 따른 생성형 AI 활용 PBL 경험연구 - K대학 교양교과목 <디지털 거버넌스>를 중심으로
Generative AI in Project-Based Learning: Insights from Kolb's Experiential Learning Model
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Chat GPT와 같은 생성형AI의 교육적 활용이 증가하면서, 학습자의 개인차를 고려한 효과적인 활용 방안에 관한 다양한 연구가 필요하다. 본 연구는 Kolb가 제시한 학습자 유형을 바탕으로 생성형AI 활용 PBL 과정으로 설계한 <디지털 거버넌스> 교양교과목 사례에서 나타난 생성형AI 활용 경험을 탐색하였다. 이를 위해 수강생을 대상으로 Kolb의 4가지 학습 유형별 개별 심층 인터뷰를 수행하였다. 인터뷰 결과를 바탕으로 ‘생성형AI 활용 PBL 기반-실행-환류’의 3가지 단계에서 학습자의 경험을 분석하였다. 분석 결과 기반 단계에서는 학생의 학습 스타일 뿐만 아니라 신기술에 대한 인지와 인식에 따라 다른 활용 경험을 보였다. 실행 단계에서 확산형은 다량 정보 취합에 생성형AI 활용을 긍정적으로 평가하였으며, 이러한 기능이 인간의 창의적 활동의 보조적 도구로 의미가 있다고 평가하였다. 동화형은 개념의 체계적 이해와 논리 구성과정에 생성형AI를 주로 활용하였다. 수렴형은 문제 해결의 실질적 방안에 대한 의사결정 과정에 생성형AI 활용 의미를 두었고, 적응형은 PBL에서의 생성형AI 활용 경험을 타 교과 및 학습에 적용해 확장하였다. 환류 단계에서 학습자들은 생성형AI의 한계와 가능성에 대한 판단을 정립하였으며, 수업 참여 전후 생성형AI 활용에 대한 인식과 접근 방식이 달라졌다고 밝혔다. 이를 통해 본 연구에서는 학습자 유형을 고려해, 보다 효과적으로 생성형AI를 PBL 학습에 통합할 수 있는 실천적 시사점을 제시하였다.
Abstract
As generative AI tools like ChatGPT become more integrated into education, exploring strategies for their effective use, particularly considering individual learner differences, is increasingly important. This study examines the experiences of employing generative AI across the four learning styles proposed by Kolb’s experiential learning theory, within a project-based learning (PBL) course designed to integrate generative AI in university. In-depth interviews were conducted with learners representing the four types. Based on the results of the interviews, we analyzed learners' experiences in three phases of PBL using generative AI: foundation, execution, and reflection. In the foundation phase, students had varied experiences depending on their learning styles as well as their awareness and perceptions of the new technology. Analysis of the execution phase revealed that divergers perceived the use of generative AI as a highly effective phase for synthesizing large volumes of information and recognized its value as a complementary tool in supporting human creativity. Assimilators primarily engaged with generative AI to facilitate the systematic comprehension of concepts and the construction of logical frameworks. Convergers emphasized its utility in decision-making processes aimed at devising practical solutions to problems. Accommodators extended their experience with generative AI in PBL by applying it across other subjects and learning contexts. In the reflection phase, learners assessed the limitations and potential of generative AI and reported changes in their perceptions and approaches to its use before and after the class. This study offers practical implications for enhancing the effective integration of generative AI into education by considering diverse learning styles.
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